I love when art and science cross over!

We know that color is reflected light, and because our sun produces white light, we can see a vast spectrum of colors. This TED-Ed video explains it well. However, not everyone can perceive the full range of colors—particularly individuals with color blindness.

But what if we lived on another planet with a sodium-based star? Under golden-hued light, we might lose our perception of blue, green, and purple. Even oranges and yellows could appear altered.
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Fortunately, we can replicate this experience using a high-pressure sodium lamp. I purchased this one on Amazon. It requires rewiring to function with a standard classroom outlet, but the instructions guide you through adapting it for 110V electricity. Inside the unit, you’ll find wires labeled 277V—these need to be disconnected and replaced with those labeled 110V. Simply swap them using a screwdriver. Then, connect an old power cord by matching the colors and securing them tightly with electrical tape. If this process seems daunting, ask a science teacher or a parent familiar with basic wiring for assistance.

Preparing Materials for the Class
With the sodium lamp set up, I prepare materials for 25 students:

• Reference Images: I select 100 images from old magazines (animals, landscapes, etc.) and store them in a folder.
• Watercolor Sets: I disassemble all my watercolor sets and mix the colors in a box.
• Material Station:
  • Placemat
  • One brush
  • Water container
  • Watercolor paper

As students set up, I power on the sodium lamp.

The Experiment Begins

Once students have their materials, I cover the windows and turn off all other light sources, leaving only the sodium lamp on. To enhance the effect, you can cover the lamp with a sheet of red or orange cellophane if available.

Only at this point do I explain the lesson. I have approached it in two ways:

1. Sci-Fi Scenario: We imagine being on an alien world with an unusual sun.
2. Color Blindness Awareness: We discuss color perception, light wavelengths, and the experience of visually impaired individuals.

(Younger students tend to enjoy the imaginative, “let’s pretend” scenario.)

Alla Prima Painting Under Sodium Light

I introduce the Alla Prima technique, which means "at first" in Italian. It refers to completing a painting in one session, applying wet paint directly onto paper without sketching.
Now, students pick five colors from the mixed-up box and select an image to paint. To keep things moving, I count down from five to encourage quick decision-making. All of this happens under the sodium light, making color selection a challenge!
I set a playful tone, reminding students:
"Wouldn’t it be fun if you ended up with a green sky and red grass?"
This is an experiment, and the big reveal happens when we turn the lights back on.

​The Big Reveal

My students embraced the challenge! Some carefully attempted to pick “correct” colors, while others fully embraced the chaos of randomness. The results were stunning—some paintings featured surprising and unexpected color combinations.
Beyond the fun, this experience fostered greater empathy for those with visual impairments. Some of the most fascinating artwork emerged from students who let go of expectations and embraced creativity.

What a joy it was!

For more resources visit www.firehousepublications.com or join my free Facebook group where I share my process for developing innovative lessons like this one. The link is also on the top of my blog. Be sure to answer the three questions to be admitted. (This helps prevent bots from getting in and spamming the forum.) If you are seeking more choice-based lessons for your students, I wrote THIS book ​

​We, as art teachers, love art. We love to dig deep, seek nuance, strive to build our skills. The act of creation is its own reward. THIS IS NOT NORMAL, we are NOT NORMAL, we are part of 2% of the population. 
 
Likewise, less than 2% of our students will go on to an art-related career so an academic approach to art will only resonate with 2% of our students and turn off the other 98% in a public-school setting. Instead of focusing solely on skills and the ability to draw accurately, my advice to this teacher is to design projects that will connect with students, allowing them to express themselves and learn something (elements/principles/techniques/history) along the way. This is the focus of my entire blog and detailed in my book. I also have a detailed post HERE on how I plan my year.
 
An advanced class, where students have chosen to pursue art, is vastly different from a general class fulfilling a school requirement. In the latter, rigorous homework and daily sketchbook assignments risk alienating 98% of students. Instead, I recommend teaching to the majority while providing enrichment opportunities for the 2% of high flyers. (Like a free sketchbook, ideas for extra at-home projects, hidden supplies you quietly provide.)
 
I have many FREE sketchbook ideas on my blog HERE, but I actually don’t assign them unless a student finishes a project early… My students know they need to be actively engaged in art making 100% of the time in my room, and in return, I do not assign homework. I have an “I’m Done” bin for those who finish early, but it’s rare based on the way I design my lessons. (Every lesson has 3 things they must do to earn a 90%, and 3 more things they can do to push that up to 100%, THIS is the form I created for that.)
 
The art room is the "oasis" of our school, a "safe and creative space, or a "haven" within the school environment, where students can express themselves and find freedom from the rest of the school. With this in mind, I don’t assign homework, and I don’t do weekly or daily sketchbook assignments.
 
HOWEVER, there are important exceptions to my practice… Every project requires a thumbnail and a sketch, and once in a while I may ask students to “bring in a rock” or “bring in a stick” etc. That I do grade as homework. You got a stick = 100% on homework. ALSO, if a student was ON TASK the whole time but is still not finished with a project because their work is amazing or highly detailed, I will grade it as a % complete (like if it’s half done I’ll record a 50%) they photograph it as evidence of what it looked like before they took it out of my room, and they can take supplies home over a weekend to complete it. I will raise the grade to whatever it should have been without a penalty for lateness. 

​I like to do a “special” project for my Art 2 students as a reward for good work, and making it into their second year of art with me. In the past this has been canvas baseball caps, or shoes we have painted, but this time I found blank skateboard decks at a good price on Amazon. Full size decks are here: https://amzn.to/4i7omnv I used the smaller ones like these: https://amzn.to/3DWjmTA
 
I actually have a signed Kehinde Wiley skateboard deck above my door. It’s a signed and numbered limited edition. I used that as my go-to reference, but many artists now offer skate decks as a print item. Perhaps an artist local to your population or more appropriate for your school is one you could reference.

(Though this lesson was done with wooden skateboards, this same lesson could be done on cardboard, chipboard, or even paper.)

As I introduced the lesson, I explained that images could be horizontal or vertical. Ultimately the piece needed to express something about yourself, your point of view, interests, or culture. The board did not have to be “usable” as a skateboard when complete, and they were free to add 3D embellishments. Another option was to create a board for a family member or friend as a gift and use a theme that person would deeply appreciate.
 
To meet expectations students needed to:
1. Address both sides of the board (no bare wood)
2. Demonstrate techniques & media learned in this & previous classes
3. Be able to articulate the depth of your theme/choices
 
To exceed expectations, students could
1. Use techniques through online tutorials etc. (that I didn't teach them)
2. Incorporate an equal detail on both sides of the board
3. Use embellishments from outside the classroom
 
We began by tracing boards onto sketch paper twice to represent the front and back of the board. Students were able to access their electronic devices to get reference images. Sketches were colored, shared, and critiqued by peers. They were shared with me for a final okay and were given their board to work with. Our project progress paper is downloadable below and includes our rubric on the back. This is where critiques are documented and signed off.

​Students first had to sand their boards to get a smooth surface on all sides and edges. I encouraged them to close their eyes and feel their board. 100 to 150 grit sand paper seemed to work just fine and kept things simple. Sheets were cut into quarters to conserve, and wrapping them around a hard/dry sponge seemed to help round the corners of our boards. The main thing we were looking for is a splinter-free surface. I had a Dremel available to sand the holes.
 
Again, students had to share their board with a peer to check for smoothness before priming their board with 2 or three thin coats of gesso on both sides. I like the Liquitex Gesso for this project but any primer will likely work well. Tip: If you put a bamboo skewer through the screw holes of the board, it can be stood up and painted on more easily.
 
Some students chose methods of acrylic image transfer, others did an acetone transfer, others used carbon paper to transfer images, and many more just drew directly. If carbon was used, we gave the boards a quick spray of Mod Podge to seal the drawing so it would not smear into the acrylic paints.  

​Every student was fixated on their artwork in a way I have not seen in a long time. They were using many techniques to show off, a variety of materials, collage, paint pen, acrylics, sand, shells, hot glue, transfers of all kinds. Many were taping their edges to get clean lines. Some used stencils to control spray paint, and more. I essentially became a resource when they “got stuck” or needed an idea on how to accomplish an effect they were looking for. Often I was really just a cheerleader encouraging them to experiment and “go for it!”
 
When complete, students have to write a personal statement about their work to be displayed alongside. All this writing, the peer critique, the proof they considered the critique and responded to it, all count on the rubric “Research & Documentation” portion. I graded work as it was completed and had mini projects students could do to be “Artfully Occupied.”
 
This is also the time students are selecting classes for next year in high school, so the display of their skateboards has kind of become an advertisement for taking art. When students do “cool stuff,” and see “cool stuff,” it always reflects well on the department.

For more resources visit www.firehousepublications.com or join my free Facebook group where I share my process for developing innovative lessons like this one. The link is also on the top of my blog. Be sure to answer the three questions to be admitted. (This helps prevent bots from getting in and spamming the forum.) If you are seeking more choice-based lessons for your students, I wrote THIS book ​